Success for All: Supporting Learners With Exceptionalities in the Language Classroom

Defining “Learners with Exceptionalities”

For this project, “learners with exceptionalities” refers to learners who may require specialized support and accommodations due to various behavioural, communication, physical, and/or intellectual exceptionalities. This includes, but is not limited to:

• Autism spectrum disorder
• Reading disabilities
• Dyslexia
• Specific language impairments
• Attention-deficit/hyperactivity disorder (ADHD)
• Other unique learning requirements

We recognize that the language used to refer to learners with exceptionalities is evolving and varies across different contexts. Our choice of language aims to be respectful, inclusive, and aligned with current best practices in education. We acknowledge that individual preferences may differ, and we remain committed to using language that promotes dignity, equity, and inclusion for all learners. We welcome feedback and are open to adapting as understanding and practices continue to evolve.

Project Objectives and Outcomes

The Success for All project aims to create a more inclusive and equitable language learning environment for all students, including those with exceptionalities. By bridging the gap between research and practice, this initiative seeks to empower educators to support diverse learners effectively. The project will:

1. Equip educators with knowledge and tools to support learners with exceptionalities in language programs
2. Promote equitable access to language learning, fostering a more diverse and inclusive landscape in Canadian language classrooms
3. Translate research into actionable strategies

To achieve these objectives, the project will deliver the following resources:

• Teacher Handbook: A comprehensive resource providing teachers with practical strategies, tools, and insights to effectively support learners with exceptionalities in the language classroom
• Administrator Guide: A guide designed to help school administrators understand the unique challenges faced by language learners with exceptionalities and to equip them with strategies to support their teachers and programs
• Asynchronous Online Course: An online course in the CASLT CoLab offering self-paced professional learning for teachers, focused on enhancing their skills and knowledge in supporting learners with exceptionalities
• Teacher Toolkit: A series of ten downloadable resources, such as lesson plans, assessment tools, and instructional guides, that teachers can use directly in their classrooms
• Live Webinars: A series of four interactive webinars led by subject matter experts and aimed at providing ongoing professional learning and fostering a community of practice among educators

Project Lead

Reshara Alviarez brings a wealth of experience and expertise to this role. She holds a Master of Teaching in teaching French as a Second Language and a PhD in Languages and Literacies Education from the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Her PhD research focused on language teaching and learning patterns in Trinidad and Tobago, exploring opportunities for promoting educational accessibility and linguistic diversity for children speaking non-standardized or migrant languages. This work involved collaborating with teachers to develop and implement inclusive classroom strategies. Reshara’s academic journey has been complemented by hands-on experience as a teacher, learning coach, and educational researcher. These roles have allowed her to bridge the gap between educational theory and classroom application, particularly in supporting diverse learners.